Incremental Improvement of the Evaluation Algorithm in the Concept Map Based Knowledge Assessment System

Abstract

The paper is devoted to the knowledge assessment system that has been developed at the Department of Systems Theory and Design of Riga Technical University for the last four years. The system is based on concept maps that allow displaying the knowledge structure of a particular learner in the form of a graph. Teacher's created concept maps serve as a standard against which learner's concept maps are compared. However, it is not correct to compare teacher's and learners' concept maps by examining the exact equivalence of relationships in both maps, because people construct knowledge in different ways. Thus, an appropriate mechanism is needed for the flexible evaluation of learners' concept maps. The paper describes the algorithm implemented in the concept map based knowledge assessment system and its evolution through four prototypes of the system.

Tuning Primary Learning Style for Children with Secondary Behavioral Patterns

“…In addition to the number of visits and duration students spend on learning objects, the pattern of navigation for each learning style dimension is different (Anohina, Vilkelis, & Lukasenko, 2009;Graf, 2007). For example, thinking students like to analyze and solve the practical exercises using course knowledge.…”

Using Datalog to provide just-in-time feedback during the construction of concept maps

“…Its goal is to expand the prefabricated map with extra binary relations denominated hidden and inverse relations (Anohina, Vilkelis & Lukasenko, 2009), which are logical consequences of linking two or more concepts with a relation. Nevertheless, instead of using algebraic properties, IKAS relies on pre-identified combinations of relations and their corresponding outcomes expressed as rules.…”

The concept map-based assessment system: functional capabilities, evolution, and experimental results

“…Such differences are determined by existence of relationships, locations of concepts in a CM, correctness of linking phrases, type and direction of relationships. A comparison algorithm (Anohina et al, 2009) that takes into account the mentioned differences is developed. It evaluates each proposition by considering relative contribution of its parts: presence of a relationship in a student's CM -40%, correct linking phrase -30%, correct direction of the arc -15%, correct type -10%, correct location of both concepts related by the relationship -5%.…”